June 23, 2013
June 23, 2013
June 26, 2013
23.1014.1 - 23.1014.11
Quantitative Impact of Publisher-Provided Teaching Materials and Related Instructional Approach on Student Learning in StaticsAbstractAt the authors’ institution, Statics is taught to first-semester sophomores as one of theirfoundational engineering courses. The popular textbook Engineering Mechanics: Statics by R.C. Hibbeler has been used for some time, and prior to 2010, instructors taught this course using atraditional lecture/whiteboard approach. Overall student performance was generally good, but inan attempt to improve student learning, the first author adopted a modified version of thePowerPoint® slides that accompany Hibbeler’s textbook beginning in 2010. This paper describesthe impact of using these slides (and the attendant instructional approach) on studentperformance and perceived learning.Two student cohorts were considered: (1) the 2005 and 2009 classes (47 students), who weretaught by the author using the traditional method; and (2) the 2010 and 2011 classes (42students), who were taught by the author using the revised method. Student performance wasassessed by examining the Statics grade distributions in each cohort as well as the final examscores. (The same final exam was administered to each class.) In addition, perceived learningwas assessed via questionnaires that asked the students to evaluate their proficiency relative toseven specific course learning objectives. Student grades in freshman Calculus and Physics werealso examined to help identify a priori differences in cohort capabilities.Quantitative analysis revealed that the revised approach did not have a statistically significanteffect on either the final course grade or the final exam score in Statics. This was true for bothmale and female students. The revised approach also had no statistically significant effect on thelevel of perceived learning indicated in numerical student self-assessment surveys. The studentsdid indicate via written comments that they considered the revised approach to be helpful in theirstudies. Reasons for these results are discussed, and possible changes to improve the impact ofthe revised approach on student performance are provided.
Bailey, R. T., & Morrell, C. H. (2013, June), Quantitative Impact of Textbook Companion PowerPoint® Slides and Related Instructional Approach on Student Learning in Statics Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22399
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